Breakthroughs, Classroom Implications, On-going, and Future Research

Abstract

Taken as a whole, our studies provide data that support writing as one mode of science learning. Our research has gleaned some new understandings about how students view the mechanisms of writing to learn, and some of the types of tasks and conditions that promote learning science through writing. In this chapter, we will describe both what we consider to be breakthroughs from our work, as well as areas of research still untapped. We will also address classroom implications of the research.